rpsychologist
commented
3 years ago Thanks! These visualizations were originally created as teaching tools for lecturers, so it's intentional that many terms are not explained as it's assumed they will be verbally explained. However, I'm planning on revamping the NHST viz sometime this year (it's quite old now and difficult to maintain). The plan is to make it a bit more self-contained similar to https://rpsychologist.com/cohend/, and include more explanations.
Hey! So I teach (University) biology and science generally and I LOVE your visualizations, particularly the NHST one. I use them in every class, often with assignments for students to play around or figure something out. Here is my 'issue': students need a lot of guidance to interpret the graph, in part because the axes are not defined or explained. I guess it depends on what audience you are aiming at. But in biology/most sciences z values are not common knowledge, certainly at the student level, and frankly the undergrads still struggle interpreting any graph. My suggestion is to (a) label the axes, even briefly; (b) add 1-2 sentences in the explanation about what the axes show; and (c) generally stating a few things more explicitly, such as that Cohen's d is a measure of effect size but is not simply the difference between the means (since it's a z score).
I am thinking of making a short video lecture explaining all this and using your visualization - would you like me to share it with you if I do?
Finally I'd like to add, just for fun, that I believe NHST is indispensable to science (why: the short version is that because lacking a clear yes/no answer from a test, people will always bend the conclusion to their will)... but that's a different can of worms ;-) . I certainly agree with you that too few people actually understand it and that this is a problem.
Again THANKS SO MUCH for creating these, they are awesome. Anna